Handbook of California Articulation Policies and Procedures

128 Pages·2006·0.68 MB·English

by  Kate Clark

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CIAC

California Intersegmental Articulation Council

A Professional Organization of California College and
University Articulation Personnel
Table of Contents

Acknowledgements..............................................................................................1

Chapter I: Introduction.......................................................................................2
A. Introduction to this Handbook.......................................................................2
B. Introduction to Articulation in California.........................................................2
C. Introduction to Your Profession.....................................................................2
First Things First: “I’m new…What do I do?”..................................................2
Definition of "Articulation"...............................................................................3
Role of Faculty in the Articulation Process........................................................3
The Roles and Responsibilities of an Articulation Officer ..............................4
D. Setting up the Articulation Office...................................................................5
E. The Articulation Calendar .............................................................................7

Chapter II: Affiliated and Associated Organizations........................................8
A. California Intersegmental Articulation Council (CIAC)...................................8
History of CIAC..............................................................................................8
CIAC Today...................................................................................................9
B. Other Affiliated and Associated Organizations..............................................9
Articulation System Stimulating Inter-institutional Student Transfer (ASSIST).....9
Articulation Tools......................................................................................11
OSCAR....................................................................................................11
Additional ASSIST Features.....................................................................12
California Articulation Number System (CAN).............................................12
Transfer Center Directors Association............................................................13
Intersegmental Committee of Academic Senates (ICAS)...............................13
IMPAC Project..........................................................................................14
Association of Independent California Colleges and Universities (AICCU)..14
California Education Roundtable.................................................................15
Intersegmental Coordinating Committee (ICC) ........................................15
California Postsecondary Education Commission (CPEC)...............................16

Chapter III: Classifications of Course Articulation Agreeements......................17
A. Courses Accepted for Baccalaureate Credit...............................................17
Courses Transferable to the California State University.................................18
Courses Transferable to the University of California....................................18
Courses Transferable to Independent Institutions .........................................18
B. General Education-Breadth Agreements....................................................19
C. Course-To-Course (by Department ) Agreements......................................19
D. Lower-Division Major Preparation Agreements...........................................20
E. Notifying Other Institutions Regarding Curriculum Changes.......................20
California Articulation Policies and Procedures Handbook, Spring 2006
Chapter IV: Intersegmental General Education Transfer Curriculum ...........23
A. Overview.....................................................................................................23
B. The Articulation Officer’s Role.....................................................................24
C. IGETC Certification.....................................................................................24
D. Completion of IGETC after Transfer...........................................................25

Chapter V: University of California.....................................................................28
A. Introduction.................................................................................................28
B. System-wide Articulation.............................................................................28
Transferable Course Agreements.................................................................28
IGETC..........................................................................................................30
C. Campus-specific Articulation.......................................................................30
General Education-Breadth Agreements........................................................30
Course-to-Course Agreements......................................................................30
Lower-Division Major Preparation Agreements .............................................31
General Model of UC Articulation Process......................................................32

Chapter VI: California State University...........................................................33
A. Introduction.................................................................................................33
Courses Acceptable for Baccalaureate Credit.................................................33
General Education-Breadth Requirements.....................................................33
United States History Constitution and American Ideals Requirement...........34
Course-to-Course Agreements.....................................................................34
Major Preparation Agreements......................................................................35
Lower-Division Transfer Patterns by Major (LDTP) .....................................35
B. System-wide Articulation.............................................................................36
CSU Chancellor's Office and the Academic Senate: .....................................36
The CSU GE Advisory Committee................................................................36
C. Campus Articulation....................................................................................36
General Model of CSU Articulation Process....................................................37

Chapter VII: California Community Colleges..................................................38
A. Introduction.................................................................................................38
B. Development of Articulation Agreements....................................................38
C. General Transferable Course Agreements.................................................39
The California State University System.........................................................39
The University of California System................................................................39
UC Transferable Courses.........................................................................39
UC Campus-Specific Articulation.............................................................40
Independent Colleges and Universities...........................................................40
D. General Education-Breadth Agreements....................................................40
Intersegmental General Education Transfer Curriculum (IGETC).....................40
California State University General Education-Breadth Pattern........................41
University of California/CSU Campus-Specific GE Pattern...............................41
General Education at Independent Colleges and Universities..........................41
E. Course-to-Course (By Department) Agreements........................................41
California Articulation Policies and Procedures Handbook, Spring 2006
F. Lower-Division Major Preparation Agreements...........................................42

Chapter VIII: WASC-Accredited Independent Colleges and Universities..........44
A. Introduction.................................................................................................44
B. Process.......................................................................................................44
C. Campus Articulation....................................................................................45

Appendices

Appendix A: Setting up the Articulation Office ..............................................46
Appendix B: Calendar of Articulation Tasks for Community Colleges.......49
Appendix C: CSU Executive Order 167..........................................................50
Appendix D: Sample CSU Baccalaureate List...............................................53
Appendix E: CSU Considerations in Determining Baccalaureate List........54
Appendix F: Sample UC Transfer Course Agreement (Excerpt)..................57
Appendix G: Criterion for Articulation of Courses to UC.............................58
Appendix H1: Sample CSU General Education-Breadth List (ASSIST).......67
Appendix H2: Sample IGETC List (UC/CSU) (from ASSIST) ........................68
Appendix I: Sample Course-to-Course Agreement (UC) (from ASSIST).....69
Appendix J: Sample Major Preparation Agreement (CSU) (from ASSIST) .70
Appendix K: Sample Curricular Changes......................................................79
Appendix L: CIAC Template of Curricular Changes .........................................80
Appendix M: IGETC Notes ..............................................................................81
Appendix N: Instructions for Updating UC TCA............................................82
Appendix O: Sample OSCAR Entry Outline (Excerpts)................................84
Appendix P: CSU Executive Order 595..........................................................86
Appendix Q: CSU General Education-Breadth Guidelines ..........................97
Appendix R: CSU Executive Order 405........................................................103
Appendix S: UC/CSU IGETC Criteria............................................................106
Appendix T: Instructions for Preparation of IGETC Submissions.............122
Appendix U: Sample IGETC Update Form...................................................123

California Articulation Policies and Procedures Handbook, Spring 2006
Acknowledgements

Acknowledgements

The first edition of the Handbook of California Articulation Policies and Procedures
was written in 1986 and produced under the auspices of the Intersegmental Coordinating
Council to recognize and emphasize the importance of articulation in the transfer process.
It outlined segmental policies and established, for the first time, guidelines for the
development of formal articulation agreements between postsecondary educational
institutions in California. In 1989 the Intersegmental Coordinating Council sponsored a
revision and expansion of the original Handbook.

The task of updating and revising the 1995 and 2001 editions of the Handbook was
undertaken by an intersegmental subcommittee of the California Intersegmental
Articulation Council (CIAC) in collaboration with the Intersegmental Coordinating
Council (ICC), the California Community Colleges (CCC), the California State
University (CSU), the University of California (UC), the Association of Independent
California Colleges and Universities (AICCU), the California Articulation Number
(CAN) System and Articulation System Stimulating Intersegmental Student Transfer
(ASSIST).

The 2006 edition of the Handbook was revised by an intersegmental subcommittee of
CIAC in collaboration the CCC, CSU, UC, AICCU, and ASSIST. Fiscal support for the
printed publication of the Handbook was provided by CIAC, CCC, CSU, and UC. This
document is also available to CIAC members at the CIAC website,
http://ciac.csusb.edu/ciac/.
CIAC Subcommittee Members:

Bernie Seyboldt Day, Co-Chair Michael Stephans, Co-Chair
Articulation Officer Articulation Officer
Foothill College Pasadena City College

Deanna Abma Kate Clark
Articulation Officer Articulation Officer
City College of San Francisco Irvine Valley College

Dave DeGroot MariaElena Gressel
Articulation Officer Articulation Officer
Allan Hancock College Evergreen Valley College

Debra Howland Thea Labrenz
Articulation Specialist Articulation Officer
Santa Rosa Junior College University of California, Riverside

Megan Lawrence Jane Leaphart
Articulation Officer Articulation Officer
Heald College California Polytechnic State University

Elizabeth McCormick
Articulation Officer
Los Angeles Pierce College
California Articulation Policies and Procedures Handbook, Spring 2006 1
Introduction

Chapter I: Introduction

A. Introduction to this Handbook
This Handbook of California Articulation Policies and Procedures has been written to
assist articulation officers (AOs) and all others involved in the articulation process. It is a
comprehensive resource of articulation policies and practices for California's
postsecondary educational institutions. In the following pages, the document establishes
common language (e.g., ASSIST, OSCAR, and IGETC); provides definitions of terms
(e.g., “articulation”), explains some of the relevant system-wide policies (e.g., Executive
Orders); and offers you very practical advice and suggestions.

In the Appendices at the end of this handbook, you will find copies of the policy
documents, conceptual models, samples of campus-specific practices, examples of
articulation agreements, and system-wide guidelines.

Because we don’t expect you to read this document in one sitting, you will find
comments cross referenced throughout the chapters and sometimes repeated where the
information seemed to bear repeating. Welcome to the dynamic, ever-changing world of
articulation!

B. Introduction to Articulation in California
In California there are four postsecondary educational segments comprised of:
10 campuses of the University of California providing undergraduate and
(cid:131)
graduate programs through the doctorate, as well as professional schools.
23 campuses of the California State University providing undergraduate and
(cid:131)
graduate programs through the Master's Degree.
109 California Community Colleges whose multiple missions include provision
(cid:131)
of vocational education and the lower-division preparation for transfer to four-
year colleges and universities.
Approximately 90 degree-granting independent colleges and universities
(cid:131)
accredited by the Western Association of Schools and Colleges (WASC).

The size, complexity, and diversity of postsecondary education in California require the
development of articulation policies and procedures to enable students to transfer
between and among these segments.

C. Introduction to Your Profession
First Things First: “I’m new…What do I do?”
If you’re reading this handbook, you’ve begun on the right foot! This handbook gives
you much of the necessary background to enable you to develop and hone your skills as
an articulation professional, whether you are working at a community college or at a
California Articulation Policies and Procedures Handbook, Spring 2006 2
Introduction

public or private four-year college or university; whether you are a newcomer or a
seasoned professional. The first important thing to remember is that while this handbook
is very comprehensive and practical, it is only a small part of the articulation learning
curve. One of the best things about being an articulation professional is that the support
network provided by your colleagues around the state is very helpful as you make your
way through the maze of details and issues facing the fields of articulation and transfer.
Specifically, you are only a phone call or an e-mail away from solving a problem,
understanding an issue, or getting feedback from a mentoring colleague. In any case,
there is much in this handbook that will help you as you begin or continue your
professional journey as an articulation officer. So read on, make notes in the margins, and
realize that you are in good company!

Definition of "Articulation"
When the word "articulation" is used in education, it often has different meanings and
connotations, depending on the setting. Articulation, for purposes of this handbook,
however, refers specifically to course articulation -- that is, the process of developing a
formal, bilateral, written agreement that identifies courses (or sequences of courses) on a
"sending" campus that are comparable to, or acceptable in lieu of, specific course
requirements at a "receiving" campus. Successful completion of an articulated course
assures the student and the faculty that the student has taken the appropriate course,
received the necessary instruction and preparation, and that similar outcomes can be
assured, enabling progression to the next level of instruction at the receiving institution.

Role of Faculty in the Articulation Process
The actual process of developing and reviewing curriculum and coursework to determine
course comparability between institutions rests with the faculty at the respective
institutions. Faculty in each discipline are responsible for the actual review of course
content, the identification of comparable courses, and the authorization of acceptance of
specific courses for transferring students. Once this bilateral review, identification, and
formal written acceptance process has occurred, a course (or courses) is said to have been
"articulated." Implicit in the articulation process is involvement, communication, and
cooperation between the respective faculties who mutually develop curriculum and
establish requirements and standards for articulated courses.

It is important to note that articulated courses are not to be construed as "equivalent" but
rather as comparable, or acceptable in lieu of each other. The content of the courses on
the respective campuses is such that successful completion of the course on one campus
assures the necessary background, instruction, and preparation to enable the student to
progress to the next level of instruction at another campus. Articulation officers can help
their faculty understand this crucial distinction.

This process of course articulation between and among campuses is the foundation of the
vital "transfer" function in California. Course articulation is the "roadmap" by which
students "navigate" the transfer process. It creates an academic pathway that eases
students’ transition between the segments of higher education in California.

California Articulation Policies and Procedures Handbook, Spring 2006 3
Introduction

The Roles and Responsibilities of an Articulation Officer
The process of faculty review leading to the articulation of courses between institutions is
coordinated and facilitated by the articulation officer on each campus. The campus
articulation officer has a vital, professional-level role that requires an extensive academic
knowledge base, highly developed communication skills, and the ability to facilitate and
coordinate every aspect of the complex and detailed articulation process on the campus.
This highly sensitive function requires you to analyze quickly, comprehend, and explain
the nature of articulation issues to the respective parties, diffuse conflict, and
diplomatically negotiate and implement resolutions. While many of these responsibilities
will be detailed in chapters throughout this handbook, specifically, as the articulation
officer, you will:
• Serve as an advocate for the transfer student and, through the articulation
process, seek to ease the student’s transition.
• Be a well-informed resource person for students, campus faculty,
administration, counseling/advising staff, and transfer center personnel on transfer
curriculum, articulation, and related matters.
• Disseminate current, accurate, articulation data to students, staff, appropriate
departments, and campuses.
• Serve on appropriate campus committees such as General Education,
Curriculum, Academic Policies, Catalog, to provide input and to receive
information about proposed changes in campus policy and curriculum.
• Serve as a consultant to faculty, academic, and student services units, providing
needed materials and information about course articulation proposals and
acceptances.
• Facilitate campus participation in intersegmental programs such as IMPAC,
regional transfer fairs, ICC activities, and LDTP discussions.
• Monitor each stage of the articulation process and follow up with
departments/faculty for timely responses and decisions. (See esp. Charts at end of
Chapters V, VI, and VIII)
• Manage and update campus articulation data and provide an annual summary
of transfer-related curricular changes for both internal and external recipients.
(See Chapter VII)
• Be a gatekeeper of course outlines, IGETC, CSU GEB, baccalaureate lists, TCA
Lists, LDTP agreements, ASSIST, and other articulation-related data. (See
Chapters II, VI, VI, and VII)
• Serve as a proactive agent for enhancing and improving existing articulation.
• Initiate faculty-approved articulation agreements between institutions of
higher education. (See Chapters III, V, VI, VII, and VIII)
• Serve as an advocate for the faculty and campus academic programs.
California Articulation Policies and Procedures Handbook, Spring 2006 4
Introduction

• Serve as an advocate for the other articulating institution, responsible for
accurately communicating and conveying information and concerns about that
institution's curriculum to the faculty.
• Serve as a moderator and mediator of problems or disagreements between the
faculties of the home campus and the articulating institutions.
• Serve as the campus liaison to the segmental systemwide office.
• Attend and participate in conferences and workshops on articulation issues.

D. Setting up the Articulation Office
Many of the topics alluded to in this section are covered in greater detail elsewhere in this
Handbook, so take your time to peruse this document. As we remind you at the end of
this section, this Handbook will become your professional lifesaver, and you will refer to
it often.

The first step in setting up an articulation office is to accumulate as quickly as possible
the essential tools of the trade. Appendix A offers a visual accompaniment to this chapter,
a checklist of necessary materials and tasks, particularly if you are a community college
articulation officer.

The following paragraphs detail some of these tools you will want to assemble. Included
in that toolkit are current paper copies of college catalogs and, if necessary, when no
paper copies are available, a CD version or online catalog access. Your office should be
equipped with the most efficient and high speed on-line access available on your campus;
as you will be downloading large documents—and often printing them—both capacity
and printing facilities will be issues for the work you will be required to do. This is
especially important given that some colleges and universities only provide catalogs
online.

In addition, make sure you are identified as the ASSIST “Manager” or contact person on
your campus. The ASSIST website is the official repository of all public higher education
articulation agreements in the state of California; as the articulation officer, it is crucial
that you are apprised of changes on ASSIST that can occur daily.

Finally, if you have no clerical assistance begin right away to lobby for it. . . you will
need it! An extra set of eyes is essential as you proofread documents for submission,
search catalogs for comparable courses, or prepare materials for your local curriculum
processes.

The next step in setting up the articulation office is organizing your files, both hard copy
and electronic files. One approach is to divide your files into three categories: system-
wide information; inter-campus files; and intra-campus data.

The system-wide section includes the CSU GE/Breadth, American History and Institution
(AHI) information, UC Transfer Course Agreements (TCA), and Intersegmental General
California Articulation Policies and Procedures Handbook, Spring 2006 5
Introduction

Education Transfer Curriculum (IGETC) submissions. It might also contain information
about common number systems such as the CAN numbers (now being phased out), and
the CSU LDTP transfer course number and the California Community College common
number, both in the development process.

The section of your files housing inter-campus agreements or correspondence would also
have specific campus-to-campus agreement information such as course-to-course and by-
major articulation agreements and a mechanism to track articulation information. You
will receive many requests from articulation colleagues, and in turn you will frequently
ask them for sample course outlines of record. Because it may be days, weeks, or even
months between replies, you will want to devise a means by which you can keep track of
what was requested, when it was sent, any necessary follow-up, and what the final
disposition might have been.

The last component, the intra-campus files, includes such records as the annual summary
of your curriculum changes, archives about local curricular matters, notes about courses
or programs under development; additionally, any correspondence with your local
faculty, and pertinent campus outreach information would be retained here. The
community college articulation officer should be a member of the community college
curriculum committees and often serves on technical review or General Education
committees; minutes and means of tracking their activities will also be a part of these
intra-campus files. Finally, retain documents that demonstrate your efforts on behalf of
campus outreach activities, such as updating the campus publications about changes in
articulation, providing articulation worksheets or handouts, conducting articulation
presentations or workshops, or assisting faculty with course revision and/or development.

Once you have your tangible articulation tools in place, the final and probably most
important step in setting up an articulation office is to make connections with the regional
and statewide articulation association: California Intersegmental Articulation Council
(CIAC). You will find the assistance and support that the members of the CIAC
association provide each other is invaluable. To make these connections, you will make
three contacts:
(1) To be added to the CIAC Listserv: Send an email to [email protected]
providing your email and your request to be added to the listserv.
(2) To be added to the CIAC directory: You must be part of the articulation staff at a
WASC-accredited college or university in California. Email Bob Sperry at
([email protected]) with your request and be certain to include: Name, School,
email address, campus phone number, and fax number ; and
(3) To introduce yourself to your regional colleagues: Contact your regional
representative whose name appears on the CIAC website
(http://ciac.csusb.edu/ciac/ ). Each region has experienced articulation officers
willing to help and mentor new articulation officers.

Finally, additional copies of this handbook can be downloaded from the CIAC web site,
if needed. Although the responsibilities and tasks associated with articulation can seem
California Articulation Policies and Procedures Handbook, Spring 2006 6